Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that the Pythagorean Theorem is everywhere in the world (Where),If you build structures. (Why) CCSS (What) 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. (H) 1.2 Ron Clark Video(Hook). (E) 1.3 Students will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula (Equip) Students will brainstorm by themselves and then as a class to fill out the Idea Rake to realize the Pythagorean Theorem is in multiple places. They will then have a Team Project to find right triangles in the classroom and where they can use the Pythagorean Theorem. (Explore). Students can create a brochure with 3 examples of where Pythagorean Theorem is used in the world or make a short IMovie and find right triangles in the world and explain how they would use the Pythagorean Theorem. If students choose the IMovie, they can work in a group of 3, if they choose a brochure, they can work by themselves or with a partner. (Experience). (R) 1.4 The teacher will check for understanding by playing charades because they all have to think of a word relating to the Pythagorean Theorem and try to act it out and guess other people's words. (Rethink) The teacher will have students assess their peers from an evaluation checklist and comment sheet that will have questions relating to if they now know what the Pythagorean Theorem is and if they would be able to find examples in the real world, along with being able to ask the teacher questions. (Revise, Refine) (E-2) 1.5 Formative Assessment:Pre-Asessment: Pre-Test Survey that will assess whether they know what the Pythagorean Theorem is or when and where it could be used in the real world and if they realize they can use it to find distances. Checking for Understanding: ABC Summaries and Exit Card Timely Feedback: Teacher and Peer (Evaluate). (T) 1.6 Tailors Verbal: The teacher will have the class brainstorm with her about where they might find right triangles and want to use the Pythagorean Theorem in the real world. Logic: Students will learn what the Pythagorean Theorem formula is and where they can find it in the real world. Visual: Students will have to make a brochure or an iMovie where they need to find pictures of right triangles. Musical: When introducing the lesson, students will watch the Ron Clark Video about geometry and mentions the Pythagorean Theorem. Kinesthetic: When students play charades they will have to act out a word relating to the Pythagorean Theorem. Intrapersonal: Students will brainstorm about where they think there are right triangles in the real world. Interpersonal: Students will have to find right triangles in the classroom and find where they could use the Pythagorean Theorem and why with a group. Naturalist: Students will have to find an example in nature of where the Pythagorean Theorem could be used. (O) 1.7 Students will be able to recognize right triangles in the real world and believe that they can use the Pythagorean Theorem in the world. (Empathy, Self-Knowledge) Product: Brochure or Imovie Number of Days: 3-5 (Organize).
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that the Pythagorean Theorem can be used to find unknown distances (Where), If you need to find the shortest distance to get somewhere (Why), CCSS (What) 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. (H) 2.2 Walking around a football field example. (Hook) (E) 2.3 Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (Equip). (R) 2.4 I will check for understanding by playing the game slap it because students will have to recognize right answers to right triangles, so I will be able to tell who knows how to use the Pythagorean Theorem. (Rethink) I will have students assess themselves from an exit slip and I will assess them through a comment sheet. (Revise, Refine) (E-2) 2.5 Formative Assessment:Checking for Understanding: Slap it Timely Feedback: Teacher and Self (Evaluate) (T) 2.6 Tailors Verbal: Logic: Students will be able to relate the Pythagorean Theorem to the real world using Google Earth. Visual: Students will be able to see descriptive pictures on Google Earth and be able to draw triangles on the screen. Musical: Kinesthestic: When students play the game slap it, they will be up and moving and involved in finding their answers relating to the Pythagorean Theorem. Intrapersonal: Students will have to complete an exit slip self reflecting asking how they feel about the material learned in class, if they have any questions, and what they thought of the lesson. Interpersonal: The game slap it, where there are answers to problems in the room, and students are split into small groups, each with the same answers showing. When the problem is presented to them, they have to slap the answer they think is correct. Naturalist: Students will be using Google Earth to find areas where they would personally want to use the Pythagorean Theorem and explain how and why they would do it. (O) 2.7 Students will be able to solve unknown side lengths in a right triangle. (Application) Product: Google Earth Number of Days: 3-4 (Organize).
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that the Pythagorean Theorem can be used to find unknown distances. (Where), If you want to find how far it is between you and your team mate to pass to them in a game (Why), CCSS (What) 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. (H) 3.2 Black Friday Scenario (Hook) (E) 3.3 Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (Equip) (R) 3.4 I will check for understanding by giving a quickie quiz to see if all the students are up to pace with the lessons so I know if I need to practice more in depth. (Rethink) I will have students asses their peers after they do an activity in the classroom to find distances and then I will assess them on what I saw in class through a check list. (Revise, Refine) (E-2) 3.5 Formative Assessment:Checking for Understanding: Quickie Quiz Timely Feedback: Teacher and Peers (Evaluate) (T) 3.6 Tailors Verbal: When students do the distance activity, the teacher will ask them to share how the partners figured out how they could find their distance and what they learned in the activity. Logic: Students will have to really think through their knowledge of the Pythagorean Theorem to be able to find the distance between the shapes on Geogebra and themselves in the activities. Visual: On Geogebra students will be able to draw triangles and visually see how to use the Pythagorean Theorem on a grid between two points. Musical: Kinesthestic: The teacher will have students do a quick activity with a partner and stand apart from each other somewhere in the room, and then try to figure out how they could find the distance between the two of them. Intrapersonal: Interpersonal: Students will be allowed to play the distance activity using the Pythagorean Theorem and also assess their peers on how well they think they understood finding distances using the Pythagorean Theorem. Naturalist: (O) 3.7 Students will be able to evaluate the distance between two points. (Interpretation) Product: Geogebra Number of Days: 3 (Organize).
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that right triangles are in many different polygons (Where), If you can find right triangles in other polygons, then you can use the Pythagorean Theorem to find the distance (Why), CCSS (What) 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions, (H) 4.2 Stations with polygons (Hook) (E) 4.3 Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (Equip) (R) 4.4 I will check for understanding through the game cubing in groups where they have to answer Pythagorean Theorem problems that are posed as other polygons. They will also be able to play talk a mile a minute where they are in partners, and there are vocabulary words about the Pythagorean Theorem and polygons that they have to try to have their partner guess. (Rethink) The teacher will have students assess themselves by a checklist pertaining to what they knew or had to work on in the games. The teacher will then assess them on what she observed in class by commenting on those checklists to give back to them. (E-2) 4.5 Formative Assessment:Checking for Understanding: Cubing and Talk a Mile a Minute Timely Feedback: Teacher and Self (Evaluate) (T) 4.6 Tailors Verbal: Students will be able to reflect at each station on what they learned about the Pythagorean Theorem by writing in their notes so they can use prior knowledge to build on what they keep learning. Logic: Visual: Google Sketch-Up will have polygons that will have great visuals for students to be able to picture and draw right triangles inside of them. Musical: In the stations, there will be one that explains what a polygon is with a video. Kinesthestic: When students go to stations in the beginning, they will be able to be hands on to really see that polygons have right triangles inside them. Intrapersonal: Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem. Interpersonal: Students will be able to play the Cubing game and Talk a Mile a Minute so they are able to socialize and have fun while still using the Pythagorean Theorem to solve problems with other polygons and not just right triangles given to them. Naturalist: (O) 4.7 Students will be able to design right triangles in different polygons and compare polygons to find right triangles. (Explanation, Perspective) Product: Google Sketch-Up or Slideshow Number of Days: 3-5 (Organize).
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Ron Clark Video (Hook).
(E) 1.3 Students will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula (Equip) Students will brainstorm by themselves and then as a class to fill out the Idea Rake to realize the Pythagorean Theorem is in multiple places. They will then have a Team Project to find right triangles in the classroom and where they can use the Pythagorean Theorem. (Explore). Students can create a brochure with 3 examples of where Pythagorean Theorem is used in the world or make a short IMovie and find right triangles in the world and explain how they would use the Pythagorean Theorem. If students choose the IMovie, they can work in a group of 3, if they choose a brochure, they can work by themselves or with a partner. (Experience).
(R) 1.4 The teacher will check for understanding by playing charades because they all have to think of a word relating to the Pythagorean Theorem and try to act it out and guess other people's words. (Rethink) The teacher will have students assess their peers from an evaluation checklist and comment sheet that will have questions relating to if they now know what the Pythagorean Theorem is and if they would be able to find examples in the real world, along with being able to ask the teacher questions.
(Revise, Refine)
(E-2) 1.5 Formative Assessment: Pre-Asessment: Pre-Test Survey that will assess whether they know what the Pythagorean Theorem is or when and where it could be used in the real world and if they realize they can use it to find distances. Checking for Understanding: ABC Summaries and Exit Card Timely Feedback: Teacher and Peer (Evaluate).
(T) 1.6 Tailors
Verbal: The teacher will have the class brainstorm with her about where they might find right triangles and want to use the Pythagorean Theorem in the real world.
Logic: Students will learn what the Pythagorean Theorem formula is and where they can find it in the real world.
Visual: Students will have to make a brochure or an iMovie where they need to find pictures of right triangles.
Musical: When introducing the lesson, students will watch the Ron Clark Video about geometry and mentions the Pythagorean Theorem.
Kinesthetic: When students play charades they will have to act out a word relating to the Pythagorean Theorem.
Intrapersonal: Students will brainstorm about where they think there are right triangles in the real world.
Interpersonal: Students will have to find right triangles in the classroom and find where they could use the Pythagorean Theorem and why with a group.
Naturalist: Students will have to find an example in nature of where the Pythagorean Theorem could be used.
(O) 1.7 Students will be able to recognize right triangles in the real world and believe that they can use the Pythagorean Theorem in the world. (Empathy, Self-Knowledge) Product: Brochure or Imovie Number of Days: 3-5 (Organize).
Lesson 2
(Where), If you need to find the shortest distance to get somewhere (Why), CCSS (What) 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
(H) 2.2 Walking around a football field example. (Hook)
(E) 2.3 Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (Equip).
(R) 2.4 I will check for understanding by playing the game slap it because students will have to recognize right answers to right triangles, so I will be able to tell who knows how to use the Pythagorean Theorem. (Rethink) I will have students assess themselves from an exit slip and I will assess them through a comment sheet. (Revise, Refine)
(E-2) 2.5 Formative Assessment: Checking for Understanding: Slap it Timely Feedback: Teacher and Self (Evaluate)
(T) 2.6 Tailors
Verbal:
Logic: Students will be able to relate the Pythagorean Theorem to the real world using Google Earth.
Visual: Students will be able to see descriptive pictures on Google Earth and be able to draw triangles on the screen.
Musical:
Kinesthestic: When students play the game slap it, they will be up and moving and involved in finding their answers relating to the Pythagorean Theorem.
Intrapersonal: Students will have to complete an exit slip self reflecting asking how they feel about the material learned in class, if they have any questions, and what they thought of the lesson.
Interpersonal: The game slap it, where there are answers to problems in the room, and students are split into small groups, each with the same answers showing. When the problem is presented to them, they have to slap the answer they think is correct.
Naturalist: Students will be using Google Earth to find areas where they would personally want to use the Pythagorean Theorem and explain how and why they would do it.
(O) 2.7 Students will be able to solve unknown side lengths in a right triangle. (Application)
Product: Google Earth Number of Days: 3-4 (Organize).
Lesson 3
(Where), If you want to find how far it is between you and your team mate to pass to them in a game (Why), CCSS (What)
8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
(H) 3.2 Black Friday Scenario (Hook)
(E) 3.3 Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (Equip)
(R) 3.4 I will check for understanding by giving a quickie quiz to see if all the students are up to pace with the lessons so I know if I need to practice more in depth. (Rethink) I will have students asses their peers after they do an activity in the classroom to find distances and then I will assess them on what I saw in class through a check list. (Revise, Refine)
(E-2) 3.5 Formative Assessment: Checking for Understanding: Quickie Quiz Timely Feedback: Teacher and Peers (Evaluate)
(T) 3.6 Tailors
Verbal: When students do the distance activity, the teacher will ask them to share how the partners figured out how they could find their distance and what they learned in the activity.
Logic: Students will have to really think through their knowledge of the Pythagorean Theorem to be able to find the distance between the shapes on Geogebra and themselves in the activities.
Visual: On Geogebra students will be able to draw triangles and visually see how to use the Pythagorean Theorem on a grid between two points.
Musical:
Kinesthestic: The teacher will have students do a quick activity with a partner and stand apart from each other somewhere in the room, and then try to figure out how they could find the distance between the two of them.
Intrapersonal:
Interpersonal: Students will be allowed to play the distance activity using the Pythagorean Theorem and also assess their peers on how well they think they understood finding distances using the Pythagorean Theorem.
Naturalist:
(O) 3.7 Students will be able to evaluate the distance between two points. (Interpretation)
Product: Geogebra Number of Days: 3 (Organize).
Lesson 4
(H) 4.2 Stations with polygons (Hook)
(E) 4.3 Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (Equip)
(R) 4.4 I will check for understanding through the game cubing in groups where they have to answer Pythagorean Theorem problems that are posed as other polygons. They will also be able to play talk a mile a minute where they are in partners, and there are vocabulary words about the Pythagorean Theorem and polygons that they have to try to have their partner guess. (Rethink) The teacher will have students assess themselves by a checklist pertaining to what they knew or had to work on in the games. The teacher will then assess them on what she observed in class by commenting on those checklists to give back to them.
(E-2) 4.5 Formative Assessment: Checking for Understanding: Cubing and Talk a Mile a Minute Timely Feedback: Teacher and Self (Evaluate)
(T) 4.6 Tailors
Verbal: Students will be able to reflect at each station on what they learned about the Pythagorean Theorem by writing in their notes so they can use prior knowledge to build on what they keep learning.
Logic:
Visual: Google Sketch-Up will have polygons that will have great visuals for students to be able to picture and draw right triangles inside of them.
Musical: In the stations, there will be one that explains what a polygon is with a video.
Kinesthestic: When students go to stations in the beginning, they will be able to be hands on to really see that polygons have right triangles inside them.
Intrapersonal: Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem.
Interpersonal: Students will be able to play the Cubing game and Talk a Mile a Minute so they are able to socialize and have fun while still using the Pythagorean Theorem to solve problems with other polygons and not just right triangles given to them.
Naturalist:
(O) 4.7 Students will be able to design right triangles in different polygons and compare polygons to find right triangles. (Explanation, Perspective)
Product: Google Sketch-Up or Slideshow Number of Days: 3-5 (Organize).
2004 ASCD and Grant Wiggins and Jay McTighe